• Find People
  • Campus Map
  • PiratePort
  • A-Z
    • About
    • Submit
    • Browse
    • Login
    View Item 
    •   ScholarShip Home
    • ECU Main Campus
    • College of Education
    • Educational Leadership
    • View Item
    •   ScholarShip Home
    • ECU Main Campus
    • College of Education
    • Educational Leadership
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of The ScholarShipCommunities & CollectionsDateAuthorsTitlesSubjectsTypeDate SubmittedThis CollectionDateAuthorsTitlesSubjectsTypeDate Submitted

    My Account

    Login

    Statistics

    View Google Analytics Statistics

    EXAMINING THE IMPACT OF EARLY FIELD EXPERIENCES ON TEACHER CANDIDATE READINESS

    Thumbnail
    View/ Open
    Dobson_ecu_0600D_11104.pdf (1.950Mb)

    Show full item record
    Author
    Dobson, Ellen E.
    Abstract
    To meet the demands of living and working in the 21st century, it is critical that every P-12 student in every classroom have an effective teacher. Yet, each year, thousands of new teachers enter the field unprepared to meet the challenges of today's classroom. Recent federal policies such as No Child Left Behind and Race to the Top have made teacher preparation the primary focus of the debate on educational reform. The purpose of this study was to determine how participation in early field experiences impacts teacher candidate readiness. Performance data from two groups of elementary education teacher candidates were compared. Candidates in the traditional undergraduate pathway completed 111 hours of field experience prior to student teaching. Candidates in the MAT pathway had no early field experience prior to student teaching. Data from three summative assessments, the Teacher Performance Assessment (TPA), Praxis II and the internship final grade, were analyzed to determine if any significant differences existed between the two groups. No significant differences were found between the two groups on the TPA and Praxis II. The analysis of internship final grade showed that the MAT candidates withdrew from student teaching at a significantly higher rate than the undergraduate candidates. To determine if this difference was related to participation in early field experiences, interviews were held with key teacher educators. Qualitative analysis of interview transcripts revealed that lack of teaching experience was a major factor in the withdrawal of MAT candidates.  
    URI
    http://hdl.handle.net/10342/4331
    Subject
    Higher education administration
    Date
    2013
    Citation:
    APA:
    Dobson, Ellen E.. (January 2013). EXAMINING THE IMPACT OF EARLY FIELD EXPERIENCES ON TEACHER CANDIDATE READINESS (Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/4331.)

    Display/Hide MLA, Chicago and APA citation formats.

    MLA:
    Dobson, Ellen E.. EXAMINING THE IMPACT OF EARLY FIELD EXPERIENCES ON TEACHER CANDIDATE READINESS. Doctoral Dissertation. East Carolina University, January 2013. The Scholarship. http://hdl.handle.net/10342/4331. December 01, 2023.
    Chicago:
    Dobson, Ellen E., “EXAMINING THE IMPACT OF EARLY FIELD EXPERIENCES ON TEACHER CANDIDATE READINESS” (Doctoral Dissertation., East Carolina University, January 2013).
    AMA:
    Dobson, Ellen E.. EXAMINING THE IMPACT OF EARLY FIELD EXPERIENCES ON TEACHER CANDIDATE READINESS [Doctoral Dissertation]. Greenville, NC: East Carolina University; January 2013.
    Collections
    • Dissertations
    • Educational Leadership
    Publisher
    East Carolina University

    xmlui.ArtifactBrowser.ItemViewer.elsevier_entitlement

    East Carolina University has created ScholarShip, a digital archive for the scholarly output of the ECU community.

    • About
    • Contact Us
    • Send Feedback